Search results

The role of macro‐level processes in determining the effectiveness or otherwise of micro‐level initiatives is a theme that is developed in this paper. Based on efforts to tackle division between Protestants and Catholics in Northern Ireland through cross‐community contact, the paper will argue that the structural context within which contact occurs has important implications for the extent to which achievements of particular encounters are extrapolated to the wider community.

Randomised controlled trials identify causal links between variables but not why an outcome has occurred. This analysis sought to determine how psychological factors assessed at baseline influenced response to personalised nutrition.

Web-based, randomised, controlled trial (RCT) was conducted across seven European countries. Volunteers, both male and female, aged over 18 years were randomised to either a non-personalised (control) or a personalised (treatment) dietary advice condition. Linear mixed model analysis with fixed effects was used to compare associations between internal and external health locus of control (HLoC), nutrition self-efficacy (NS-E) and self-report habit index (S-RHI) at baseline (N = 1444), with healthy eating index (HEI) and Mediterranean diet index (MDI) scores between conditions post-intervention (N = 763).

An increase in MDI scores was observed between baseline and six months in the treatment group which was associated with higher NS-E (p < 0.001), S-RHI (p < 0.001) and external HLoC (p < 0.001). Increase in HEI between baseline and six months in the treatment group was associated with higher NS-E (p < 0.001) and external HLoC (p = 0.009). Interaction between time and condition indicated increased HEI scores (p < 0.001), which were associated with higher S-RHI scores in the treatment than control group (p = 0.032). Internal HLoC had no effect on MDI or HEI.

Psychological factors associated with behaviour change need consideration when tailoring dietary advice. Those with weaker habit strength will require communication focussed upon establishing dietary habits and support in integrating advised changes into daily routine. Information on habit strength can also be used to inform how progress towards dietary goals is monitored and fed back to the individual. Those with stronger habit strength are more likely to benefit from personalised nutrition.

Global temperature has risen by 1°C since 1900, while since the 1990s the Arctic has recently experienced an accelerated warming of about double the average rate of global warming. Nearly all climate scientists agree that the main cause of this temperature rise is ever-increasing accumulations of ‘greenhouse gases’, especially carbon dioxide and methane, within our atmosphere. Sea level rise could easily exceed one metre this century under ‘business as usual’. However, global warming is not just about rising temperatures, melting ice and rising sea levels, but it also affects the frequency and severity of many extreme weather events. Planetary warming is not a uniform process, can spring surprises in regional climate change and is probably linked with the tendency for Northern Hemisphere mid-latitudes to have more extreme (variously hot/cold/dry/wet) weather, especially during the recent period of rapid Arctic warming. There is overwhelming scientific evidence that human activity through enhanced greenhouse gas emissions is largely responsible for recent climate change and accompanying extreme weather, and we are already clearly seeing these changes. However, it is equally evident that, although initial remedial steps are being taken, finding an adequate solution will not be easy unless much larger changes are made to the way in which we all live. Limiting global warming to 1.5°C above pre-industrial temperatures would require global carbon dioxide emissions to decrease by approximately 40–60% by 2030 relative to 2010 levels. This can only be achieved through a collective solution that fully involves diverse communities, among them religious stakeholders.

This qualitative interview study compares public value prioritizations of ministers, members of parliament and senior public managers in the Netherlands. This article aims to answer the following central research question: how do Dutch political elites and administrative elites differ in their interpretation and prioritization of public values?

Based on coding and categorization of 65 interviews this article shows how government elites in advanced western democracies interpret and assess four crucial public values: responsiveness, expertise, lawfulness and transparency.

Political elites and administrative elites in the Netherlands are more similar than different in their prioritization and perceptions of public values. Differences are strongly related to role conceptions and institutional responsibilities, which are more traditional than most recent literature on politico-administrative dynamics would suggest.

Our qualitative findings are hard to generalize to larger populations of politicians and public managers in the Netherlands, let alone beyond the Netherlands. However, the testable research hypotheses we derive from our explorative study merit future testing among larger populations of respondents in different countries through survey research.

Experienced values differences between both groups are smaller than their mutual perceptions would suggest.

Most research on public values is quantitative in nature and focuses exclusively on public managers. By adding the politician to the equation we improve our understanding of how public values are enacted in real life and set the tone for a more inclusive research agenda on public values.

Over the last decade, there has been a substantial rise in the popularity of tattooing in the UK, and a subsequent increase in tattooed female bodies. As explored by Walter (2010), key for the women of today is that they have a choice, to conform to stereotypical constructions of femininity, or resist them. However, tension lies in the ways that these choices are already constrained by socially imposed boundaries. In exploring constructions of tattooed female bodies, a stratified sample of 14 tattooed women were interviewed, with the transcripts being analysed using a discursive–narrative approach. Reflexivity forms a key part of the analysis, as I research a tattooed woman, with some of the insider–outsider intersections informing the analysis. Here, the discourse of unwritten rules and social norms is explored, with a specific focus on how tattooed women construct ‘right’ and ‘wrong’ choices in respect to the tattoos they and others get, the expectation and the normalisation of the pain of getting and having a tattoo, and finally, the generational difference in respect to how tattoos are accepted and understood.

Millions of children participate in community sports clubs and leagues each weekend across the UK, and other countries. The rates of participation and the cultural significance of these sports in different countries are not always matched by recognition or support from governments. Policy interest in sport in the UK has, in recent years at least, tended to focus on elite performance and the hosting of events such as the Olympics and the UEFA European Championships. Commitment to grassroots and community sports has waned, or been limited to how sport and/or physical activity can help to deliver other policy goals. The lack of funding provided to community sports clubs can lead to young people with limited resources being excluded from clubs. Inequalities in participation in sport and physical activity were exacerbated during lockdowns and restrictions imposed during the coronavirus pandemic. This chapter explores some of the contemporary challenges facing grassroots youth sports clubs and highlights the possible advantages of adopting a different approach to them, including consideration of the informal care provided by sports clubs and the role that they can play during critical moments in children and families' everyday lives.

Competition among higher education institutions has pushed universities to expand their competitive advantages. Based on the assumption that the core functions of universities are academic, understanding the teaching–learning process with the help of student evaluation of teaching (SET) would seem to be a logical solution in increasing competitiveness. The paper aims to discuss these issues.

The current paper presents a narrative literature review examining how SETs work within the concept of service marketing, focusing specifically on the search, experience, and credence qualities of the provider. A review of the various factors that affect the collection of SETs is also included.

Relevant findings show the influence of students’ prior expectations on SET ratings. Therefore, teachers are advised to establish a psychological contract with the students at the start of the semester. Such an agreement should be negotiated, setting out the potential benefits of undertaking the course and a clear definition of acceptable performance within the class. Moreover, connections should be made between courses and subjects in order to provide an overall view of the entire program together with future career pathways.

Given the complex factors affecting SETs and the antecedents involved, there appears to be no single perfect tool to adequately reflect what is happening in the classroom. As different SETs may be needed for different courses and subjects, options such as faculty self-evaluation and peer-evaluation might be considered to augment current SETs.

The purpose of this paper is to survey the factors which facilitate effective teaching through massive open online courses (MOOCs).

A descriptive meta-analysis was conducted to first examine the literature covering the characteristics of teaching in MOOCs, the profile of participants, the instructional design of course materials and/or the course assessment methods – and then to summarise the factors which are conducive to the teaching effectiveness of MOOCs. A random sample of MOOCs was then reviewed to sort out the extent to which the factors can be identified in these courses.

The factors leading to effective teaching of MOOCs revolve around six areas according to the stages of course delivery, namely, preparation, attraction, participation, interaction, consolidation and post-course support. They address the application of technology to achieve educational purposes, while coping with the potentials and constraints of the MOOC environment. In practice, however, existing MOOCs show varying degrees of the implementation of the factors.

As this is an exploratory study summarising and categorising the factors, further work should be done, in particular on the proper adoption of these factors in teaching, their effectiveness and ways of assessing such effectiveness.

The factors identified will help institutions and academics who plan to offer MOOCs to be aware of how teaching can be best delivered to promote effective student learning.